Description: We will spend all of today working on editing one another's haiku. Students should get into small groups of no more than four, and discuss one another's work. I will circulate the room and attempt to offer suggestions and advice where needed. For homework, students should continue working on the haiku they would like to submit to the kukai. I will collect all kukai selections tomorrow.
IL.1.C.5d: Summarize and make generalizations from content and relate them to the purpose of the material.
IL.2.A.4d: Describe the influence of the author's language structure and word choice to convey the author's viewpoint.
IL.3.B.4c: Evaluate written work for its effectiveness and make recommendations for its improvement.
IL.4: GOAL: Listen and speak effectively in a variety of situations.
IL.4.A.4a: Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
IL.4.A.4b: Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).
Students will work cooperatively to edit each other's haiku
Students will listen respectively to one another and exhibit mature behavior while working on groups
Teacher: extra copies of handouts for those who have been absent
Students: haiku collections, writing utensils
In theory, there should be very little for me to do today. Students will spend the entire period working in groups to edit one another's haiku. I will begin the period by reminding them to be respectful and offer constructive criticism - if you do not like something, tell the writer why .
Students will also be encouraged not to alter anything that would change the entire meaning of the haiku. For instance, changing the season from summer to winter may make more sense to you, the editor, but the writer may have a completely different image in mind. Explain why the image is unclear, and why you feel winter would be a better season, perhaps the haiku calls to mind a memory of yours that took place in winter, while the writer is recalling a summer memory. Ultimately, all decisions to make changes lie with the writer alone.
I will circulate the room throughout the period, listening to students' editing sessions and offering suggestions (and keeping them on task).
At the end of the period, I will remind students that they must submit any haiku they would like to include in the kukai by the end of the day tomorrow.
There is no assessment on this particular day, though students may be docked some points from their final grades if they continue to drift off task and goof around rather than work.
For homework, students should continue writing their haiku with the kukai theme in mind. Haiku that students would like to submit to the kukai must be given to me by the end of the day tomorrow.
If some students wish to work alone rather than in groups for this editing process, they will be allowed. However, I hope that all of my students work together, as community is one of the main elements of haiku.